This guide is for anyone who wants to help shift thinking around collective punishment in schools. It includes practical, respectful ways to respond when you see or hear something troubling — even if you’re not in a position of authority. Use it to plant seeds, ask good questions, and name harm without assigning personal blame.
“I think something that just happened was collective punishment. How do I bring it up without making the teacher or parent defensive?”
Try saying:
“Hey, can I ask you about something I noticed earlier? It seemed like the whole group lost a privilege because of something a few kids did. I’ve been learning about how that’s actually considered a form of collective punishment, and I wanted to share what I’ve read — is that something you’d be open to talking about?”
This approach:
- Names the behaviour without naming the person as bad
- Uses curiosity and shared learning instead of accusation
- Opens the door to conversation, not confrontation
“My friend says there’s no other way to keep control of a classroom. What do I say?”
Try responding:
“I get why it feels that way — when things are chaotic, you reach for what works. But there are a lot of behaviour strategies now that focus on supporting regulation instead of punishing the group. Collective punishment might work fast, but it can damage trust, especially for kids who are already doing their best.”
Or:
“Totally makes sense that people are just trying to survive the day. I used to think the same. But I’ve seen how some teachers use things like connection before correction, or restorative check-ins — and it really does shift the dynamic over time.”
This response:
- Validates the stress and overwhelm
- Introduces alternatives without demanding them
- Positions the conversation as peer learning, not moral judgment
“How do I explain to someone why collective punishment is harmful?”
You could say:
“It treats all kids as if they have the same power, which they don’t. It can feel really unfair, especially for kids who weren’t involved — and over time, it teaches them that their efforts don’t matter. It can also increase shame and resentment, which actually makes behaviour worse.”
Or:
“Imagine you’re at work, and someone else misses a deadline — and your whole team loses their lunch break. You’d probably feel angry, right? Kids feel that too. And they remember.”
This response:
- Uses analogy and empathy
- Centres fairness and harm, not just rules
- Makes it personal and relatable
“Someone told me I was overreacting — that it’s ‘just how school works.’”
Try this:
“That’s actually part of the problem. Some practices get repeated so often that we stop questioning them — but that doesn’t mean they’re right. Collective punishment has been called out by child psychologists, education advocates, and human rights bodies. It’s okay to ask for better.”
Or:
“When something’s always been done a certain way, it feels normal — until you look at who’s being harmed. I think we’re allowed to expect more from schools than ‘just the way it is.’”
This response:
- Challenges normalisation gently
- Provides external validation without sounding preachy
- Keeps the focus on children’s rights, not personal feelings
“A staff member said the kids need to learn consequences. Isn’t that reasonable?”
Try replying:
“Consequences are important — but they need to be fair and related to the behaviour. When you punish everyone for what one or two students did, it teaches the wrong lesson. It doesn’t build accountability; it builds resentment.”
Or:
“There’s a difference between natural consequences and group punishment. If a child makes a mess, cleaning it up makes sense. But making everyone stay in for recess doesn’t teach the right skills — it just punishes the wrong kids.”
This response:
- Distinguishes discipline from fairness
- Aligns with many educators’ values
- Redirects the conversation toward meaningful learning
“I want to say something in the moment, but I freeze. What’s a short phrase I can use?”
Keep these in your back pocket:
- “I wonder if there’s another way to handle this without punishing the whole group?”
- “I think some of the kids being affected didn’t do anything — can we talk about that?”
- “I’ve been reading about collective punishment — could we chat about this after?”
This response:
- Interrupts the harm gently
- Signals that someone is paying attention
- Buys you time for a fuller conversation later
